Reading Rights

Module titleReading Rights
Module codeEFPM009Z1
Academic year2019/0
Credits30
Module staff

Professor Debra Myhill (Convenor)

Number students taking module (anticipated)

10

Description - summary of the module content

Module description

This descriptor covers all launch dates.

Both socially and educationally, reading is a core and transferable skill across the curriculum, as well as a domain-specific activity in the first language curriculum.  In our lives beyond formal education, reading helps us to understand ourselves and our world: as William Nicholson famously said, ‘We read to know we are not alone’.  In this module you will address the learning and teaching of reading, with a particular emphasis on reading comprehension and the strategies needed to be a successful reader.  You will also have space for reading children’s literature from picture books for pre-readers through to teen fiction and crossover fiction.

Module aims - intentions of the module

The principal aim of this module is to enable you to develop a stronger theoretical understanding of reading and the teaching of reading which will have a direct impact on your own professional practices and on your familiarity and understanding of a wide range of literature for children.

Specifically, the module aims to address the following questions:

  • What is the difference between decoding and comprehension?
  • What do we know about reading comprehension and different levels of understanding?
  • What are comprehension strategies?
  • What is the relationship between text and image in picture books?
  • What is the range of books available to junior and adolescent readers?

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. demonstrate a critical understanding of reading comprehension and comprehension strategies
  • 2. critically evaluate different disciplinary perspectives of models of reading
  • 3. demonstrate a critical understanding of literature written for children

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 4. consider and critically reflect on ideas concerning the relationship between educational theory, research, policy and practice
  • 5. critically reflect upon and evaluate your own understanding of current issues and debates in education and those of others

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 6. synthesise and organise ideas to present an argument;
  • 7. present ideas and engage in critical reflective debate
  • 8. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice

Syllabus plan

Syllabus plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover the following topics:

  • Early reading and the complementary roles of phonics and comprehension
  • Development in reading comprehension
  • Comprehension strategies and the difference between cognitive and metacognitive strategies
  • Literature written for children and young people

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
48252

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching Activities4812 x 4 hours per week of online seminars (weeks 1-6; 8-13)
Guided independent study3Completion of prior knowledge and experience audit
Guided Independent Study48Preparatory work for taught seminars (including reading; research tasks; collaborative tasks)
Guided independent study101Completion of directed study tasks integral to the taught seminars.
Guided Independent Study20Completion of formative assignment tasks
Guided Independent Study80Completion of summative assignment tasks

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Development and annotation of two teaching activities which use comprehension strategies1,000 equivalent: Each teaching activity plus annotation will be one side of A4 single spaced, excluding diagrams or images 1, 4, 7Written
Outline of organisational structure of a literature review1,000 words6-7Written

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
70030

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Individual Oral presentation (PPT with audio)301,500 word equivalent 15 minutes3, 5, 6, 7Written and grade
Literature Review 603,500 words1-7Written and grade
Engagement log10500 words7Written and grade

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Individual Oral presentation (PPT with audio)Oral presentation3, 5, 6, 74 weeks
Literature Review Written essay1-74 weeks
Engagement logCompletion and quality of engagement log84 weeks

Resources

Indicative learning resources - Basic reading

Basic reading:

Appleyard, J.A. (1991) Becoming a Reader. Cambridge: Cambridge University Press

Clark, C (2013) Children's and Young People's Reading in 2012: Findings from the 2012 Annual Literacy Survey London: National Literacy Trust

Fox, G. (1995) Celebrating Children’s Literature. London: Hodder and Stoughton

Harrison, C. (2004) Understanding Reading Development. London: Sage

International Reading Association (2007) Reading Well: A Synthesis of the International Reading Association's Research on Teacher Preparation for Reading Instruction. Newark, DE: Author.

Stuart, M., Stainthorp, R. and Snowling, M. (2008) Literacy as a complex activity: deconstructing the simple view of reading. Literacy, 42, 59-66.

Indicative learning resources - Web based and electronic resources

ELE http://vle.exeter.ac.uk/

Module has an active ELE page

Key words search

Education; Education studies; global issues in education; debates in education.

Credit value30
Module ECTS

15

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

Yes

Origin date

15/09/2017

Last revision date

22/11/2017